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The Future is Now!

Co-creating meaningful education
The 5-6th of June 2019 - Pre-conference June 4, 2019
Hogeschool de Kempel, The Netherlands

Showcases june 6, 2019

Choose one of the titles below for more information.
Rachel Bolstad (NZL): Curriculum for the Future
Rachel Bolstad is Senior Researcher at the New Zealand Council for Educational Research (NZCER). She is co-author of two Key Competencies for the Future (NZCER, 2014) and Disciplining and drafting or 21st century learning (NZCER, 2008). Rachel constantly strives to develop her own thinking and that of other people about how our learning and education systems can change to match the opportunities and demands of a complex and changing world. She developed a game called Curriculum for the Future, designed to enter into dialogue with different groups about future-oriented education.

Curriculum for the Future
In this interactive workshop we play Curriculum for the Future, a live-action role-play in which groups take responsibility for discussing various proposals for what "the Curriculum for the future" should look like. The Curriculum for the Future can help to ask essential questions about education, teaching and curriculum that we do not always have time or space to think about in our daily lives.
Ingebjorg Maeland & Åse Falch (NOR): The Learning Journey of a School for Drop-outs!
Ingebjørg Maeland (master degree in leading Education) has worked 40 years in different parts of the welfare and education system. The last 20 years she has been the head of Youth Invest AIB. Åse Falch has been a teacher for many years and guidiance for pupils. She is now assistent head of Youth Invest AIB.
YouthInvest AIB is a county municipal, practice-oriented and strength-based training offer for young people aged 16-24. The aim is to recruit and retain young people in upper-secondary education (upper-secondary school and apprenticeships) such that more young people gain qualifications and become attractive prospects for future working life. Trusting relationships are built through dialogue that emphasizes the young person’s strengths, enabling each individual to start using his or her unique potential. This contributes to higher completion rates, improved learning outcomes and young people becoming active members of society with jobs and meaningful lives. Admissions are ongoing throughout the school year, and it must be possible for someone to obtain a place within two days.
YouthInvest AIB’s vision is: "We learn together every day in a secure, strength-based and humour-filled environment, enabling all the young people to find their way in the education system".
Many young people have experienced a range of challenges in their lives that mean that time and energy has been devoted to coping with day-to-day life. These young people have little energy and few resources left to concentrate on school subjects. There may also be issues with learning difficulties that have not been adequately dealt with, and young people perceiving themselves as failures. The experience of not being seen and understood means that they lose faith in their ability to do anything. Everything becomes useless. This is sometimes confused with laziness or stupidity. The young people often need time and positive experiences with adults they can rely on before trust is built. This is where we at YouthInvest AIB want to help. YouthInvest AIB also enables young people to pick up subjects from the 10-year compulsory primary and lower-secondary school and provides support for external exams.

“All schools should be like this” – The Learning Journey of a School for Drop-outs!
YouthInvest AIB has worked to create a school that could fulfill the needs of youth who did not find a congenial home in the local public schools. Drawing from resources in social constructionism, appreciative inquiry, and positive psychology, this school now captures the interest of educators far and wide. Our hope is to demonstrate why our students say, “All schools should be like this”. This workshop will first allow participants to appreciate in more detail some of the most powerful learning tools we have used in the YouthInvest AIB. Then, joining with students themselves, participants will share their most positive experiences, and build appreciatively on these to envision schools that would enable the flourishing of all.
From 2007 we have focused on how to involve our pupils more into their own life. We developed what we call Appreciative Student Talks and roadmaps. It is a method of guidance which begins with everything that functions well with these students and focuses on helping them find their way to their own strengths. The talks highlight for them how they can use these strengths to realize their potential both at school and in the workplace. We want to demonstrate how we have these dialogs and how we use strength-cards to identify strengths combined with the road maps we create. The roadmaps are based on AI and the strength cards are based on Martin Seligman (1990, 2009, 2011) and Peterson’s theory. Our experience is that this is a wonderful way to show how wonderful it is that we are different, and to appreciate the differences. The cards can also be used to create teams. We have a number of tools based on these cards.
Tomoko Higashimura (JAP): Learning through Play
Tomoko’s theoretical background is social constructionism and she translated Kenneth Gergen’s book “An Invitation to Social Construction” into Japanese. She's teaching early childhood education and care at her university and does field research at a Japanese preschool (nursely school).

Learning through Play
“Learning through play” is a main principle of Japanese early childhood education and care. I’ve found this principle has some problems as well as important values. It causes misunderstanding of elementary school teachers which sometimes leads to maladaptation of children; the ambiguity of its meaning allows wide varieties of interpretation among preschools some of which pushes on an “earlier is better” kind of education. This presentation consists of three parts. Firstly I’d like to consider the principle theoretically based on theories such as “play-as-learning” approach by Nilson et al.(2017) and antinomies of education by Bruner(1996). Secondly, I’ll examine “how children learn through play” from some concrete cases of play activities observed in my fieldwork at a preschool. Thirdly and lastly, I’ll show that the concept of play has cultural gaps and there will be something peculiar to Japan based on a discussion with Swedish researcher and students with the method of video-cued multivocal ethnography (Tobin, et al., 2009).
Loek Schoenmakers (NED): Educational Change is being in Relation!
Loek Schoenmakers Works as a core teacher within various Master's degree programs and is also the owner of Appreciative Change Works. His work is characterized by working from a positive, appreciative approach, starting from what is there and continuing to build on sustainable and supported change processes. The dialogue and the relational approach are always central to this. Loek has been working for over 36 years at home and abroad, including Slovakia, Czech Republic, Surinam, Aruba and Belgium. Loek is an associate of the Taos Institute, the cradle of social constructionism and coordinator of TIE - Taos Institute Europe. He obtained his PhD at Tilburg University. His research focus was based on his work in education connecting appreciative change to schools in Surinam.

Educational Change is being in Relation!
Realizing sustainable education together. How can we ensure that the users of the innovation such as students and teachers, are also the producers of education? How can we ensure that everyone's voice matters, including those of pupils and students? Magical moments, I call them. It is these moments that arise during learning processes or change processes that feel so lifelike, when there is real connection between people, on a deeper level. During the workshop we are introduced to the practical translation of social constructionism. I prefer to speak about social constructing or co-creation. After all we only can make sustainable education together. My research shows that
Appreciation
Building bridges
Co Create
Dialogue
are the esential elements in the change process in which everyone can participate. Every time again I experience that change is taking place in the moment. In the NOW! Together with students, students and teachers.
Ali Döhler (DEU): Schulen im Aufbruch
Ali Döhler, born in 1955, is head of the Bildungswerk Aachen and project leader of the initiative "Schule im Aufbruch". Many years of experience in teacher training and as a school development consultant (ao at the 4th Aachen comprehensive school).

Schulen im Aufbruch
Schulen im Aufbruch (freely translated: 'Schools in Motion') is a movement in Germany that started 10 years ago. Their key question is how the potential of students and students can be optimally used in education. Enthusiasm and creativity of children and young adults should be the starting point for learning and teaching. How can we use that, preserve and develop further? All this requires a new learning culture, a new curriculum, and an appreciative attitude of professionals. Education should focus on the things which really do matter: trust, appreciation, relationship, responsibility, meaning. Schulen im Aufbruch stands for a holistic and transformative way of teaching as formulated in the UNESCO World Action Plan for Education for Sustainable Development. It is about taking responsibility for yourself, for your fellow man and for our planet. The initiators are constantly looking for positive and constructive "changers" who, as an inspiring platform, want to tackle this change together. By exchanging experiences. Inspiring each other with great examples! Let us make education meaningful together.
Fréderieke van Eersel (NED): Gestalt learning, learning from emotion and understanding!
Fréderieke van Eersel is part of the Gestalt learning team from her educational consultancy Eduet. Team Gestalt learning gives a new impuls to working with core concepts from a theoretical base. Fréderieke supports schools that work with Core Concepts or want to start working and based on the learning model of Gestalt Learning. In addition, from her passion for learning and searching for contemporary opportunities to improve education, she offers support in, among other things: vision development, setting up innovation processes, supervising innovation teams / management teams, designing contemporary education and working in commission from the Velon (Association for Teacher Educators)

Gestalt learning, learning from emotion and understanding!
Working with core concepts from Gestalt learning provides an answer to the educational challenges of this century. Gestalt learning, learning from emotion and understanding, focuses on the optimal development of talents in a way that closely matches the characteristics of the brain. The student builds a fundamental understanding of most of the phenomena from science, humanities and about himself and others. Understanding that, in contrast to knowledge, many decades remain relevant. During this workshop you will get acquainted with working with core concepts from Gestalt learning. What can you do with this in your (educational) practice? What does this require from education professionals and what could a teacher training program look like if you start from Gestalt learning?
Celiane Borges (USA): More information soon
More information soon
Erik Denessen (NED): We Own the School
We Own The School (WOTS) consists of a group of teachers and school leaders who want to stimulate the conversation about ownership between pupils, teachers and school leaders. The central form of this conversation is the board game 'We Own The School'. With the help of this board game, a school can discover, through various theorems, how the ownership is divided in the school and what wishes and needs still exist in this area. In addition to the game, the group is available to help other schools develop ownership in the school. With this project Schoolinfo supports the management and further development of We Own The School. SchoolInfo does this with the ambition to share knowledge and expertise that is available in the sector with other schools.
Lucas Scherak (DEU): Educators Competences of Sustainable Development
Lucas Scherak is at the University of Vechta: Research fellow, lecturer and PhD student at the University of Vechta, scientific coordinator of the EU Erasmus+ Knowledge Alliance project “SDGs Labs – Make the SDGs our business”, board member of the RCE Oldenburger Münsterland; areas of expertise: (higher) education for sustainable development, competence-based teaching and learning, service learning.

A Rounder Sense of Purpose: Onderwijscompetenties voor duurzame ontwikkeling
The presented RSP Model consists of twelve ‘educator competences’, which means that they can be used as the basis of a training program and/or to assess educators who wish to improve their ability to contribute to education for sustainable development (ESD). Each competence has three learning outcomes, beneath these there are several underpinning components. RSP takes a broad view of what ‘competence’ means. We see it as something that grows out of practice and increasing knowledge, both of which are underpinned by values that drive us to improve our practice. This workshop looks at the framework from a learning perspective. What is missing, what can be learned from this, what needs improvement? The idea of this workshop is creating a dialogic format, where these envisaged competences are challenged and scrutinized.
Ger Pepels (NED): Performatory: collaboratively creating the learning environment
Ger Pepels: Leisure and Events of Breda University of applied sciences (BUAS).

Performatory: collaboratively creating the learning environment
Performatory is one of the tracks/specialisations within the domain Leisure & Events of Breda University of applied sciences (BUAS). We have built a learning environment in which the interactions between all involved contribute to experiential learning, knowledge development, network building and even business development. We offer a workshop in which we briefly share the history of Performatory and our learning vision. However, because it is rather difficult to explain the way it works due to the differences with traditional learning environment in higher education, we want to engage in a dialogue with the participants of the workshop. We will bring at least one lecturer, a student and an alumnus so that we can share experiences from different perspectives. The workshop can be conducted in both Dutch and English. We build our workshop on experiences with ‘A taste of Performatory’. All this comes of course, also with a lot of challenges.
Kenneth Gergen (USA): In dialogue!
Professor Kenneth J. Gergen is one of the founders and chairman of the Taos Institute, and Professor of Psychology at Swarthmore College. He has worked as president of two departments of the American Psychological Association, and the Associate Editor of both the American Psychologist, and Theory and Psychology. Kenneth has made an important contribution to the social constructionist theory and the change processes within the organization. Among his most important works are Realities and relationships, soundings in social construction; The Saturated Self; An invitation to social construction; An Invitation to Social Construction; and most recently, Relational being, beyond self and community. The work of Gergen has received numerous awards, including scholarships, foundation awards and honorary doctorates in both Europe and the United States.

In dialogue with Kenneth Gergen
An Unique opportunity to meet Kenneth Gergen and to go into dialogue about Social Construction and its meaning for Education
Jos Eussen (NED): OPEDUCA Knowledge Flight
From a 20-year career in business as an economist and ultimately CFO and CEO, Jos Eussen Eussen became a social entrepreneur who runs the RCE Rhine-Meuse, the first 'Regional Center on Education for Sustainable Development', of which there are now 148 worldwide - alliances from companies, education, science, regional authorities and social institutions that pool their knowledge for the realization of learning processes aimed at sustainable development. Prior to the RCE, the international cooperative ventureThe OPEDUCA Project' developed an ongoing aim to realize future-relevant education. The OPEDUCA approach allows students to learn Anytime, Anyplace, Through Any Device and Anybody, going beyond a whole-school approach and through a full integration of relevant learning theories, courses and education (such as Entrepreneurship, ICT, Language , Deep Learning, Technology, etc.). OPEDUCA is recognized by the United Nations University, the EU and the OECD as a future-determining pedagogy and vision on education. OPEDUCA Knowledge Flight (- 'Flight for Knowledge') is being developed by the United Nations University and Maastricht University in an international perspective and will be made systematised available for Dutch education from 2020 onwards.

OPEDUCA Knowledge Flight
Making education with students! OPEDUCA KennisVlucht can be applied as a pedagogy in primary, secondary and secondary education and has been developed in collaboration with schools, companies, academics and pupils. The vision on learning and approach is assessed by the EU and the OECD as leading innovation.
We are actively working on this workshop. The central question is: how can we make education from the perspective of the pupil? During the workshop, participants experience how a continuous thematic learning path on a future-relevant theme (Water, Energy, Nutrition, etc.) that complies with current learning and core objectives, curricula and exam requirements is built up by the student.
The approach combines question and problem-based learning, instruction, research-oriented learning in connection with society, internationalization, cultural education and all school subjects and disciplines.

Judith Koppens, Marjon van Keersop (NED): The best ideas come from the teachers!
The best ideas that lead to educational innovation come from teachers. After all, they experience daily what education needs to let children grow. School board Platoo endorses this and chooses to facilitate teachers who want to invest in educational innovation. Teachers who want to make use of this option can contact PlatOOlab. Their first idea is explored under supervision. Then the required resources are mapped out and the innovative idea takes shape. Finally, the elaboration is shared with others within the board because PlatOO endorses the power of sharing. The starting point of our 'presentation' is a Pecha Kucha (on a fixed location). Here we talk about the origins of Platoolab - our vision on educational innovation - the significance of PlatOOlab for teachers - our role and method - our experiences on the bumpy path that is called educational innovation - and the projects that have now been developed within PlatOOlab. Then follows an interactive part. We move our 'Platoolaboratorium' through the available spaces to stimulate visitors and engage in conversation about educational innovation. The visitor takes home their own 'recipe for educational innovation' at the end of the conversation.
Danae Bodewes (NED): We are still learning, so let’s learn together!
Danae Bodewes is a researcher at the Fontys research group of Business Entrepreneurship. Danae’s research focuses on entrepreneurial behaviour, curiosity, informal and non-formal learning. Her motto for education innovation is: It takes collaboration across a community to develop better skills for better lives. - Jose Angel Gurria. 

We are still learning, so let’s learn together!
As teachers, trainers and education innovators we are all still learning how to make our education as effective as possible. So let’s learn together. Which ‘future skills’ do students have to master? What is the most effective manner to develop future skills? Which challenges do we have to overcome to develop future skills in an effective manner? Fontys University of Applied Sciences interviewed her main stakeholders (studenten, teachers, researchers and professionals from the workfield) on these three questions. In this interactive workshop we share our main findings and challenge you to answer the same questions. What’s in it for you? Both indivually and together with others participants you will reflect on your personal thoughts, attitude and expectations about ‘future proof education’. Do we have enough common ground and sense of urgency to collaborate with our stakeholders and set our priorities on ‘future proof education’ straight? Are we ready to collaborate and shape the future of education together?
Toby Can (GBR): The Halcyon School
More information soon
Marvin Corneille (NED): Learning through entrepeneurship by students: DUH!
Marvin Corneille is Culture Counselor at the Public Primary Schools in Helmond and has both a teachers' and an art academy background. In addition to working in education, he has his own design agency.

Learning through entrepeneurship by students: DUH!
DUH! means Design from Helmond and represents the cultural project that returns every school year within the Public primary schools in Helmond.
4 years ago DUH! emerged as a project on design education, endingin a large exposition of all OBSH schools in a large empty building. Meanwhile, DUH! further developed into an "enterprise", in this case an art library run by students from the OBSH schools. It is a traveling project and every class, group within OBSH schools can DUH! a period of time. From making art, committing acquisition and managing the administration, everything is handled by students. We find it important that our students understand that cultural projects have a head and a tail and that more talents and collaborations are needed to shape beautiful projects. We give art meaning and our students learn in partnership what ownership and connection is.
In this presentation I would like to take you into the story behind DUH !
Sophie Verhoeven (NED): Do you already give voice to all students?
Sophie Verhoeven is a pedagogue. Her educational center lies with social issues concerning issues such as democracy and citizenship. The intention of education is always central to her. Whether she works as a teacher, researcher, coordinator or consultant.
Since 2016 she has been working at Hogeschool de Kempel. Here she is the training coordinator of the new master of Passend Meesterschap. This master focuses on developing an inclusive mindset of the teacher.

Do you already give voice to all students?
Do you already give voice to all students? All children deserve equal opportunities. Today, right? And to get those equal opportunities in education, children deserve teachers with an inclusive mindset. Teachers who ensure that everyone can participate, everyone gets a voice, everyone is welcome and taken seriously. A school that functions as a mini-society, in which children can safely practice their position in society and learn to bear responsibility.
But what does this mean? How can that look like? What is needed? In this workshop we share thoughts and backgrounds about this. We go into dialogue together. About inclusive thinking and acting, about possible limits to inclusive education and what you can do to give all children equal opportunities.
Yvette Thielen (NED): The research ability of (future) teachers
Yvette is an educational expert and works as a primary education teacher within the Swalm & Roer foundation. As a researcher in training, she was associated with the Kempel University of Applied Sciences in Helmond.

The research ability of (future) teachers
By continually researching one's own education, better education for our pupils is created. This asks for a research attitude of the teacher. During our presentation, we enter into dialogue with the participants about what the investigative capacity means for education in the classroom. How can research be integrated into the daily activities of teachers What does this mean for their educational practice? And what does this mean for future teacher training? In our opinion, teachers with research ability are teachers of the future!
In (primary) education there is a growing need for professionals who have research ability (HBO-Raad, 2009). Despite the many applications of practical research by (prospective) teachers, there is still much unclear about what this requires from them. During the workshop we explore the 4 components of the research ability of the teacher. The developed framework (Thielen, 2018) supplements the components of research capacity already known from the literature (Andriessen, 2014).
Stella van der Wal-Maris (NED): Designing sustainable futures
Dr. Stella van der Wal-Maris is a lecturer for future-oriented education at the Marnix Academy, a teacher training center in Utrecht. (The Neterlands) She is also working as a lecturer for Hogeschool iPabo, Hogeschool de Kempel and Iselinge Hogeschool. Based on a passion for high-quality education, she gives shape to the lectorate program. The focus is on education that enables students to acquire knowledge, skills and an attitude that they need to actively and independently shape their personal development and the society in which they (want to) live.

Designing sustainable futures
High on the international development agenda is the joint design of a sustainable future. The question of how to deal with that means that many people are involved in and outside education, and it is therefore a crucial question for a teacher training program in 2019. In collaboration with doctoral students from Finland, Denmark, Hungary, Austria and Portugal, we are researching at the Marnix Academy, a teacher training center in Utrecht, how we can train socially committed teachers who can actively contribute to a sustainable future, and who can stimulate social entrepreneurship. their students. In this workshop the chosen approach is central: fourth-year students design games for primary education that aim to stimulate social entrepreneurship. We briefly outline the design process that the students go through and their competence development. Then we explore one or two developed games in small groups. The workshop culminates in reflecting on the chosen working method, exploring opportunities and threats, and exploring together other ways to train students into educational professionals who can help shape a sustainable future.